Abstract
Constructivism is a set of beliefs that can be used by teachers to think about learning and teaching and to plan and enact a science curriculum. This paper is a fictional account of an elementary science teacher and her use of constructivism as a referent for her various roles as a science teacher. The paper also describes how the teacher came to teach in this manner, describing her involvement in staff development activities and an evolution in her thinking from an ojectivist to a constructivist system of semantics. Implications are presented for the reform of science education.
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